The CSE's National Sex Ed Conferencehttps://sexedconference.com
April 3-6, Newark, NJMon, 17 Dec 2018 16:47:34 +0000en-UShourly1https://wordpress.org/?v=4.9.9https://sexedconference.com/wp-content/uploads/2018/07/cropped-Screen-Shot-2018-07-13-at-8.39.12-PM-1-1-32x32.pngThe CSE's National Sex Ed Conferencehttps://sexedconference.com
3232How Should Sex Education Be Taught In School?https://sexedconference.com/how-should-sex-education-be-taught-in-school/
Mon, 04 May 2015 16:05:06 +0000http://sexedconference.com/?p=1653The goal of sex education is to empower students with the information and skills to become a sexually healthy adult. The exact details of how this looks and what this means will vary depending on age level and grade as well as where you’re teaching.

The programs are not one size fits all. They vary in their approach, target population, setting, length, and desired outcome. Because of this, you should choose a program that is effective for the specific outcomes you want to achieve.

Monitoring program fidelity and quality are important to ensuring you reach the desired outcomes of the curriculum.

For more advice around choosing and adapting a curriculum, click here.

If for some reason ‒ time, funding, location, etc ‒ you cannot implement an existing program, you can adapt or develop your own. A number of organizations have identified the characteristics of an effective sexuality curriculum. Essentially these are the pieces that programs effective at reducing STIs and teen pregnancy have in common. Characteristics of such curricula include:

]]>How To Be A Sex Educatorhttps://sexedconference.com/how-to-be-a-sex-educator/
Sun, 03 May 2015 01:42:56 +0000http://sexedconference.com/?p=1799When you learned about sex in school, you most likely were taught by a science teacher, nurse, or health/physical education (PE) teacher. This person may or may not have had the experience, training, or knowledge in this subject area. Though health/PE teachers are supposed to have specialized training in teaching students about a broad range of health topics including sex, only two-thirds of institutions require sexuality education courses for health education certification.[1] Furthermore, because sex education is taught almost exclusively under the umbrella of another topic, states do not have licensure requirements or for sex education.The Future of Sex Education has put together seven teacher preparation standards to guide colleges and universities in better preparing health education teachers to teach sex education.

For those who did not benefit from the standards, there are many other ways to gain additional experience teaching sex education. The most comprehensive option is to become a certified sex educator through AASECT. Certification requires sizeable commitment; however, even completing some of the requirements will enhance individuals’ ability to teach sex education. Three popular programs to get AASECT-certified include:

Not looking for certification? Many reputable organizations offer professional development workshops and trainings. Two reputable options include your closest Planned Parenthood affiliate and Answer. Google your local affiliate plus “professional training” for more information. Lastly, exploring options outside of academia can enhance your ability to teach. Feminist sex toy stores often offer workshops for free or a small fee.

The path to becoming a sex educator is as varied as the places where we work. To read others’ stories about how they got into sex education, check out How I Got Into Sex Ed.

[2] This program is separate from AASECT but may provide some of the requirements.

]]>How To Teach About Sexual Orientationhttps://sexedconference.com/how-to-teach-about-sexual-orientation/
Fri, 01 May 2015 01:35:06 +0000http://sexedconference.com/?p=1798As of 2013, 3.4% of individuals aged 18-64 identified as LGB or ‘other.’[1] These individuals experience significant health disparities ranging from increased rates of homelessness, mental health issues, and violence to decreased health care utilization. As a result, teaching students about not only these identities but also about acceptance for them is vital.

Analyze the influence of peers, media, family, society, religion and culture on the expression of gender, sexual orientation and identity.

Explain how to promote safety, respect, awareness and acceptance.

Advocate for school policies and programs that promote dignity and respect for all.

Most students, regardless of age, will have ideas about sexual orientation. These serve as a useful starting point for your lesson. To tap into students’ pre-existing knowledge and attitudes, Gareth Durrant, MPH a sex educator who teaches workshops for men who come out late in life and who currently works with Marie Stopes International, recommends an activity called an A-Z Race. Split the room into small groups and have them write down words related to sexual orientation next to each letter of the alphabet.

Beyond this ice-breaker, Gareth recommends one of the following three options depending on the age of your students and the amount of time you have with them to discuss sexual orientation.

Keep things simple! Most people need time to wrap their head around identity, attraction, sex, and gender expression. To guide your conversation, the Genderbread Person is hard to beat. If you only have one class period to discuss this topic, Genderbread is the resource to focus on.

Everybody comes out in some way or another. To normalize and celebrate this part of gay culture, have each student share a story about coming to self-acceptance. Provide an example to set the expectation for the type of information shared (e.g. accepting curly hair versus accepting a mental health diagnosis).

Expect questions and pushback. To keep things balanced and productive while challenging assumptions, use one of the following two strategies:

Put the question back out to the group. “What do you think?” allows students to work through issues.

Flip the question around and substitute ‘straight’ for ‘gay.’ For example, counter “Isn’t being gay just a phase?” with “Isn’t being straight just a phase?”

]]>How to Demonstrate Condom Usehttps://sexedconference.com/how-to-demonstrate-condom-use/
Tue, 28 Apr 2015 16:31:31 +0000http://sexedconference.com/?p=1654While condoms remain the most commonly used contraceptive method among adolescents, their use is still inconsistent.[1],[2] Furthermore, the percentage of individuals using condoms at last intercourse has not increased in the last decade and there continue to be significant differences in use by age, gender, and race/ethnicity.[3] This points to the need for better education on condom use and negotiation. The National Sexuality Education Standards provide the following learning objectives:

Middle School

Demonstrate the use of effective communication and negotiation skills about condoms.

Describe the steps to using a condom correctly.

High School

Describe the steps to using a condom correctly.

Analyze factors that may influence condom use.

Apply a decision-making model to choices about using condoms.

The basic steps for demonstrating condom use include:

Middle School

1. Check the expiration date.

2. Slide condom to one side of its package and using your other hand to tear the package.

3. Use fingertips (not nails!) to remove the condom.

4. Roll it down on two of your fingers.

5. Grab the loose end and place it at the tip of the model penis. Explain the need to retract foreskin if present.

6. Slide the condom down the model penis.

7. To remove, slide the condom off the model penis. Explain the importance of keeping the semen inside the condom. Tie the condom off and throw it away.

High School

1. Check the expiration date.

2. Use the notch on the top of the package to open it.

3. Use fingertips (not nails!) to remove the condom.

4. Pinch elastic ring and guide it through the model vagina as far back as it will go (to cover the cervix).

5. Cover model labia with outer ring.

6. To remove, squeeze and twist the outer ring and gently pull it out of the model vagina. Tie the condom off and throw it away.

While mastering these steps is important, the information can be overwhelming. Adjoa Tetteh, MA, CHES, a sex educator who teaches in clinical and community settings, has refined her key messages to two points:

For an external condom, place, pinch (the tip), and roll (down the erect penis). For an internal condom, pinch (the ring) and push (the ring and closed end as far back as you can).

Lubrication is essential for increasing sensation and making condoms less likely to break.

Beyond demonstrating condoms it is also important to spend time building students’ confidence and skills with condom negotiation. Tetteh recommends the following activities:

Have students think about why condom use is important to them and how it can be fun. Build a conversation based on their responses and anticipated partner responses.

Lastly, your demonstration may be the first time someone has seen a condom in real life. This is especially true for internal condoms. Therefore, the demonstration helps ease students into the idea of using condoms by allowing them to see and feel how the process works.

]]>How To Teach About Abusehttps://sexedconference.com/how-to-teach-about-abuse/
Sun, 26 Apr 2015 16:52:18 +0000http://sexedconference.com/?p=1656Though awareness around sexual violence continues to rise, incidents of abuse continue to pour in. Sexual abuse accounts for about 20% of all childhood maltreatment reports[1] while about one in four women will experience some sort of sexual violence in their lifetime.[2] Teaching about abuse is important not only to bring awareness of the issue but also to empower survivors of any age. The learning objectives were adapted from the National Sexuality Education Standards:

Analyze the external influences and societal messages that impact attitudes about sexual abuse.

Access valid resources for help if they or someone they know is being or has been abused.

Demonstrate effective ways to communicate with trusted adults about abuse.

Identify ways in which they could respond when someone else is being abused.

When teaching about abuse, it is important to clarify that this is not an “us versus them” problem but rather that it can happen to anyone regardless of race, gender, socioeconomic status, etc. Like when teaching HIV/AIDS , cultural competence is vital for this sensitive topic. Media is again a helpful tool to examine instances of abuse and start a discussion.

One of the best pieces of advice I’ve heard about teaching about exual violence is to assume all people are survivors. This mindset shift allows you to be more inclusive and compassionate in your teaching.

Lastly, it is important to note that abuse is a difficult topic to cover well. It is potentially triggering to student and therefore creating a safe classroom environment is vital. It can be helpful to familiarize yourself with the signs of child abuse, local support organizations, laws related to reporting. This varies by state and changes periodically. For more information, visitNot Alone.

]]>How to Teach About Herpeshttps://sexedconference.com/how-to-teach-about-herpes/
Fri, 24 Apr 2015 16:58:57 +0000http://sexedconference.com/?p=1657One in six American adults will get herpes in their lifetime.[1] Therefore, when teaching about herpes, it is important to stress that the disease is both common and manageable. The broad goals of teaching about herpes should include:

4. Demonstrate skills to communicate with a partner about prevention and testing.

5. Apply a decision-making model to choices about safe-sex methods.

6. Develop a plan to eliminate or reduce herpes risk.

7. Analyze individual responsibility about testing for and informing partners about herpes.

8. Access medically-accurate prevention information about herpes.

9. Explain how to access local STD testing and treatment services.

If working with adults, the larger goal is to ensure students are informed, know where to get tested and treated, and practice being responsible with their body and their partner’s. Key messages should also include information on managing herpes and communication skills to have open and empathetic conversations with partners.

Ashley Manta, a sex educator who teaches about living with herpes, stresses the importance of correcting misinformation and destigmatizing the disease from a young age. One way to do this is by using positive, non-stigmatizing language. “I tell groups, ‘When you ‘I’m clean’ when someone asks you about STIs, what you are implying is that people with STIs are ‘dirty.’ This is a big ‘a-ha’ moment for people.”

]]>How To Teach About HIV/AIDShttps://sexedconference.com/how-to-teach-about-hivaids/
Wed, 22 Apr 2015 17:36:23 +0000http://sexedconference.com/?p=1659Thirty three states and the District of Columbia currently require that schools teach about HIV.[1] This is higher than the number of states mandating sex education. Even in states

requiring only HIV/AIDS education, class sessions may provide an opportunity to discuss other important sex-related topics including contraception. The National Sexuality Education Standards for this topic show how this can be the case.

Middle School

Define HIV/AIDs including how they it and is not transmitted.

Compare and contrast behaviors to determine the potential risk of HIV/AIDS transmission.

Describe the signs, symptoms, and potential impacts of HIV/AIDS.

Demonstrate the use of effective communication skills to reduce or eliminate risk for HIV/AIDS

Develop a plan to eliminate or reduce HIV/AIDS risk.

Identify medically accurate information about HIV/AIDS.

Identify local STD testing and treatment resources.

High School

Describe symptoms of and treatment(s) for HIV/AIDS.

Evaluate the effectiveness of safer sex methods on preventing HIV/AIDS.

Analyze factors that influence safer sex decisions.

Demonstrate skills to communicate with a partner about prevention and testing.

Apply a decision-making model to choices about safe-sex methods.

Develop a plan to eliminate or reduce HIV/AIDS risk.

Analyze individual responsibility about testing for and informing partners about HIV/AIDS.

Access medically-accurate prevention information about HIV/AIDS.

Explain how to access local STD testing and treatment services.

Beyond meeting these learning objectives Kate McCombs, MPH a sex educator who has trained other public health professionals on this topic, stresses the importance of being culturally competent. “The epidemic is diverse,” she says and “stereotypes [like HIV/AIDS being a gay disease] have some utility but without context provide an incomplete picture.” Therefore, it’s important to learn what the epidemic looks like in the place you’re teaching and customize your lesson to best address that.

Stereotypes also provide good teaching moments for more nuanced conversations. McCombs cautions that this conversation can bring up hurtful statements about men who have sex with men, sex workers, injection drug users, and other populations among whom HIV rates are high. It’s important, therefore, to do a lot of work in advance to prepare responses that allow you to correct the misinformation while continue a productive conversation.

Lastly, McCombs stresses the importance of finding a balance between portraying HIV/AIDS as both something to be taken seriously and a manageable disease. “HIV/AIDS is no longer a death sentence” but ensuring students have accurate information about prevention and testing remains vital.

]]>How To Teach About Pregnancyhttps://sexedconference.com/how-to-teach-about-pregnancy/
Mon, 20 Apr 2015 18:07:23 +0000http://sexedconference.com/?p=1664Nearly half of all pregnancies in the US are unintended, a number the CDC hope to decrease by 10% by 2020.[1] Teaching about pregnancy is one part of the strategy to reduce this number. Though such teaching is thought of as occurring primarily in the school setting, much education happens in medical clinics as well.

Teaching about pregnancy should cover three broad areas, regardless of age or setting:

If working with adults, do not assume they already have all of this information. Morgan Nuzzo, prenatal nurse and doula, recommends continually asking people if they have questions or concerns. She also cautions that patience is necessary, “Sometimes the best thing you can do is not say anything” while the person works through their thought. She highlights three key practices that have been invaluable to her patients.

Honor the autonomy of the pregnant person. “Women know almost immediately what they want to do with their pregnancies,” she says so honor that decision and provide information and resources related to that decision.

Discuss birth control options after pregnancy. Many women mention abstinence as their preferred method going forward. This can be difficult, however, so finding a method that will allow the individual to enjoy sex and not worry about a second pregnancy is vital.

]]>How To Teach About Rapehttps://sexedconference.com/how-to-teach-about-rape/
Sat, 18 Apr 2015 18:12:03 +0000http://sexedconference.com/?p=1665Nearly half of all sexual assault and rape victims are under the age of 18 while 80% are under the age of 30.[1] The highest risk years are from 12-34 with girls age 16-19 being four times more likely than the general population to be victims of rape, attempted rape, or sexual assault.[2] Given that the majority of existing sex education occurs in middle and high school, this topic is particularly relevant. Below are learning objectives adapted from the National Sexuality Education Standards.

Access valid resources for help if they or someone they know are being harassed, or have been sexually assaulted.

Demonstrate effective ways to communicate with trusted adults about harassment or assault.

Identify ways in which they could respond when someone else is being harassed.

In a face-to-face interview, Leslie Kantor, Planned Parenthood Federation of America’s (PPFA) vice president of education, recommends focusing on what students really need when teaching about sex. This includes:

A definition of consent that is nuanced and goes beyond “yes means yes” or “no means no.”

An understanding of gender scripts and how these contribute to problems related to consent.

Skills about navigating sex and alcohol.

An understanding of bystander intervention.

For example, if watching a video in which a bystander did not step up, you can ask students questions like, “What would have been helpful in the situation? What could s/he have said or done to prevent this? What are some barriers to speaking up or acting?” Processing in this way allows you to cover many different themes including causes of rape, rape myths, victim blaming, and the important role of bystanders.

Lastly, it is important to note that sexual violence is a difficult topic to cover well. It is potentially triggering to student and therefore creating a safe classroom environment is vital. Some ideas for doing this include:

Creating ground rules or community agreements including confidentiality.

Passing out identical sheets of paper and having all students write questions, even if it is just “I have no questions.”

Being prepared to respond to hostile, offensive or victim blaming comments and questions. Brainstorm potential statements and your responses. Use these steps as a guide: stop the offensive behavior, name the behavior and describe why it is harmful or triggering, and ask for a change.[3]

Believing students who confide in you and offering to connect them to additional services if they desire. Take some time to research support organizations in your area.

Beyond the support organizations near you, it is vital you know your legal responsibility to report information shared with you. This varies by state and changes periodically. For more information, visit Not Alone.

]]>How to Teach Sex Ed (Tips for Beginners)https://sexedconference.com/how-to-teach-sex-ed-tips-for-beginners/
Thu, 16 Apr 2015 18:19:50 +0000http://sexedconference.com/?p=1667When it comes to sex education, you’ve got a big job to do. It goes beyond identifying body parts and defining consent. The Sexuality Information and Education Council of the United States (SIECUS) defines comprehensive sex ed as that which “addresses the socio-cultural, biological, psychological, and spiritual dimension of sexuality […].”

Luckily, community is important in this field. Colleagues are invaluable for brainstorming, feedback, and support. To get you started, I’ve gathered tips from incredible sex educators via in-person, telephone, and email interviews. You’ll find tools to use, things they wish they had known, and advice for doing the best teaching possible.

Leslie Kantor, MPH Planned Parenthood Federation of America

Facilitate a lesson in front of a few peers who will give you honest feedback about your body language, tone of voice, clarity, and other facilitation skills. Highlight what went well and what needs improvement.

Define very clear learning objectives and continually steer the lesson back to these. Choose content and activities that will meet these objectives. In other words – you need to have a roadmap and be a good driver.

Sexuality Information and Education Council of the United States

Give your students both information and the “opportunity to explore their own and society’s attitudes and values and to develop or strengthen social skills.”[1]

Adjoa Tetteh, MA CHES

Push yourself to continue learning how to be more engaging, inclusive, affirming, and thoughtful of how social justice issues intersect with people’s ability to express, learn, and explore their sexuality.

Linda Kirkman, MHS, La Trobe University

Use concepts and language that support sex, gender and sexuality diversity rather than the binary.

Christopher Hook, Johns Hopkins Bloomberg School of Public Health

Talk to kids like they are adults […] Play an empowering role by acknowledging the sensitivity and awkwardness that comes with addressing these topics while confidently moving forward and normalizing them.

To have a community member call you out/hold you accountable it is a gift. When you are wrong, and you are held accountable, corrected, and have the opportunity to apologize and learn, take it!

Don’t be afraid of the silence. Thinking is hard work especially as it is connected to un/learning! When your students sit quietly in class after you’ve asked a question and you give them time to think, that is ok.

The emotional container you create in a room is more important than knowing all the answers. Focus your energy on creating safe space and finding answers together.

Perhaps the most important thing you can do is be open to learning new concepts and teaching techniques. The sex ed community is always available for guidance and support so don’t be afraid to reach out. At the end of the day, providing accurate information and a safe space to explore these often still taboo topics is the best thing you can do in your role.